REPORT  ON  NEGRO  UNIVERSITIES  AND 
COLLEGES 


m- 


THE  LIBRARY  OF  THE 

UNIVERSITY  OF 

NORTH  CAROLINA 


ENDOWED  BY  THE 

DIALECTIC  AND  PHILANTHROPIC 

SOCIETIES 


EI85.' 
.J65 
no.  21 


4^"r 


UNIVERSITY  OF  N  C  AT  CHAPEL  HILL 


10002222097 


DATE  DUE 


JUjTZ 


0997 


AIGO/ 


QAYLORD 


PRINTED  IN  U3.A. 


THE  TRUSTEES  OF  THE  JOHN   F.    SLATER   FUND 

Occasional  Papers,  No.  21 


7    n^' 


REPORT 


ON 


NEGRO  UNIVERSITIES 
a»^  COLLEGES 


By 


W.  T.  B.  WILLIAMS 

Field  Director  of  the  John  F.  Slater  Fund 


1922 


REPORT 


ON 


NEGRO   UNIVERSITIES 
a»d  COLLEGES 


By 


W.  T.  B.  WILLIAMS 

Field  Director  of  the  John  F.  Slater  Fund 


1922 


11.3  / 


THE  TRUSTEES  OF  THE  JOHN  F.  SLATER  FUND 
Occasional  Papers,  No.  20 


REFERENCE  LIST 

OF 
PRIVATE  AND  DENOMINATIONAL 

SOUTHERN  COLORED  SCHOOLS 


THIRD  EDITION 
192  5 


MDALE  COMPANY,  INC.,   PRINTERS,  CHARLOTTESVILLE,  VIRGIN!/ 


NOTE. 

Reference  Lists  similar  to  this,  issued  in  1918  and  ae^ain  in 
1921,  met  with  sufficient  evidence  of  usefulness  to  justify  a  re- 
vised edition  for  the  year  1925. 

The  list  is  made  simply  for  convenient  reference,  the  main 
purpose  being  to  give  the  exact  name,  the  location,  and  the  affili- 
ation of  institutions  reporting  some  high  school  or  higher  work, 
except  County  Training  Schools,  other  Public  High  Schools,  and 
State  institutions  of  higher  grade.  The  previous  editions  included 
the  last  of  these  three  classes.  In  this  edition  it  seemed  better 
to  confine  the  list  to  private  and  denominational  schools. 

The  few  figures  given  are  for  the  session  1924-25.  T  indicates 
the  number  of  Teachers ;  A  the  attendance ;  H  the  number  in 
high  school ;  C  the  number  in  regular  college  classes ;  B  the  num- 
ber of  Boarders ;  S  T  the  amount  paid  in  salaries  to  actual  teach- 
ers ;  T  S  the  total  amount  of  salaries.  A  blank  space  indicates 
nothing  to  report.     A  dotted  line  indicates  failure  to  report. 

The  total  attendance  in  the  schools  reported  in  this  list  is 
57,195,  of  whom  22,513  are  assigned  to  the  high  school  grades. 
The  total  number  reported  in  college  classes  is  4,852.  Unfor- 
tunately in  some  instances  the  distinction  is  not  clear  between 
elementary  and  high  school  grades,  and  in  other  cases  even  less 
clear  between  normal  school  and  regular  college  work.  Yet  on 
the  whole  the  figures  given  may  be  taken  as  fairly  correct. 

A  summary  will  be  found  at  the  end. 

James  H.  Dill.\rd. 
Charlottesville,  Virginia, 

March   15,   1925. 


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.=;  CM  £h 
bo  I 


^  ^  O  c^ 


o 

"^  a 

•a  O 


3  - 

en 


13 


SUMMARY. 

Alabama   20 

Arkansas  12 

Florida  7 

Georgia  24 

Kentucky  7 

Louisiana  H 

Mississippi    1^^ 

North  Carolina 26 

Oklahoma  3 

South  Carolina 24 

Tennessee  1^ 

Texas  13 

Virginia  24 

West    Virginia 1 

198 

Having  Name  University 13 

"       College  63 

"           "       Institute  53 

"           "       Academy    26 

"           "       Seminary  3 

"       School  .1 40 

198 

Methodist   Episcopal 15 

Methodist  Episcopal,  South 1 

African    Methodist   Episcopal 13 

African  Methodist  Episcopal  Zion 10 

Colored   Methodsit  Episcopal 8  47 

Presbyterian    28 

Southern  Presbyterian 1 

United    Presbyterian 4  34 

14 


NOTE 

In  1913  Mr.  Williams  published  a  Report  on  Negro  Univer- 
sities in  the  South  (Occasional  Papers,  No.  13),  which  included 
twenty-two  institutions  having  the  title  of  University.  The 
present  Report  includes  eighteen  institutions  having  the  title 
of  University  and  fifteen  having  the  title  of  College.  It  will 
be  understood,  of  course,  that  the  Report  follows  the  official 
title.  Payne  and  Selma,  for  example,  are  written  under  the 
head  of  Universities,  although,  as  the  Report  states,  these 
schools  have  neither  college  nor  professional  departments.  It 
is  important  to  have  some  revised  information  in  regard  to  all 
these  institutions,  and  I  hope  that  this  Report  will  be  found 
useful.  Mr.  Williams  is  a  graduate  of  Harvard  University 
and  as  Field  Director  for  the  Slater  Fund  and  the  Jeanes 
Fund  has  had  large  experience  in  visiting  and  inspecting 
schools  of  all  grades. 

J.  H.  D. 


PREFACE     . 

Negro  schools  are  peculiarly  significant.  Negroes  are 
served  by  them  more  definitely  and  exclusively  than  is  any 
other  single  group  of  our  population  by  any  one  set  of  schools. 
It  is  of  great  importance  not  only  to  the  Negroes  but  to  the 
Nation  as  well  that  these  schools  should  render  a  broad  and 
effective  service.  Through  the  schools  largely  must  Negroes 
be  trained  for  the  duties  required  of  them  by  their  country. 
The  requirements  are  steadily  broadening  and  advancing. 
Fifty  years  ago  it  was  generally  thought  an  elementary  edu- 
cation would  suffice  for  all  the  Negro's  needs;  but  few  con- 
ceived of  any  use  he  could  make  of  college  training.  Today 
the  public  demands  of  him  a  college  degree  before  granting 
him  the  privilege  of  serving  his  fellows  in  a  number  of  import- 
ant capacities. 

This  brief  report  on  Negro  universities  and  colleges  covers 
thirty-three  of  the  leading  msiitutions  offering  advanced  train- 
ing to  colored  youth.  This  list  does  not  by  any  means  exhaust 
the  number,  but  it  does  however  contain  those  that  are  typical 
of  the  best  in  their  field.  Of  necessity  they  do  a  great  deal 
of  work  that  ought  to  be  done  elsewhere  by  schools  of  elemen- 
tary and  secondary  grade.  And  on  account  of  their  slender 
means  they  are  rarely  able  to  do  as  effectively  as  they  should 
the  work  they  were  planned  to  carry  on.  Nevertheless  these 
schools  render  an  important  service  in  their  high  school, 
teacher-training,  college  and  professional  courses.  As  Ne- 
groes develop  and  share  more  largely  in  the  life  and  activities 
of  the  nation  these  schools  increase  in  interest  and  importance. 
The  best  of  them  need  only  to  be  known  and  understood  to 
be  appreciated. 

W.  T.  B.  Williams. 


NEGRO  UNIVERSITIES  AND  COLLEGES 

The  schools  inckuled  in  this  report  are  located  in  eleven 
Southern  States,  four  Northern  States,  Pennsylvania,  Ohio, 
Missouri  and  Kansas,  and  the  District  of  Columbia.  They 
constitute  a  significant  group  among  the  best  educational  insti- 
tutions for  Negro  youth  in  America.  They  are  representative 
of  the  efforts  of  most  of  the  great  Northern  missionary 
societies  and  other  philanthropic  bodies  in  the  work  of  educa- 
tion among  the  Negroes  of  the  South ;  they  also  include  some 
of  the  best  schools  supported  by  public  funds  from  the  several 
States  and  the  Nation  as  v^ell  as  some  of  the  more  effective 
of  the  institutions  created  and  maintained  by  the  Negroes 
themselves.  Seven  of  the  universities  and  three  of  the  colleges 
considered  are  supported  mainly  by  the  Negro  Methodists  and 
Baptists. 

In  the  former  Report  on  Negro  Universities  in  1913  only 
those  schools  were  studied  that  had  the  title  university.  How- 
ever certain  other  colleges  doing  work  similar  to  that  of  the 
universities  were  mentioned.  It  has  been  thought  well  to  in- 
clude a  group  of  the  better  colleges  in  this  study.  The  institu- 
tions covered  are  the  following: 

UNIVERSITIES 

Payne  University,  Selma,  Ala. 
Selma  University,  Selma,  Ala. 
Atlanta  University,  Atlanta,  Ga. 
Clark  University,  Atlanta,  Ga. 
Morris  Brown  University,  Atlanta,  Ga. 
Western  University,  Kansas  City,  Kans. 
Simmons  University,  Louisville,  Ky. 
Southern  University,  Baton  Rouge,  La. 
Lincoln  University,  Jefferson  City,  Mo. 
Wilberforce  University,  Wilberforce,  O. 
Lincoln  University,  Lincoln  University,  Pa. 
*Biddle  University,  Charlotte,  N.  C. 


*Since  this  report  was  written  Biddle  University  has  changed  its  name 
to  Johnston  C.  Smith  University. 


6        Report  on  Negro  Universities  and  Colleges 

Shaw  University,  Raleigh,  N.  C. 

Allen  University,  Columbia,  S.  C. 

Fisk   University,   Nashville,   Tenn. 

Roger  Williams  University,   Nashville,  Tenn. 

Virginia  Union  University,  Richmond,  Va. 

Howard  University,  Washington,  D.  C. 

COLLEGES 

Talladega  College,  Talladega,  Ala. 

Florida  A.  &  M.  College.  Tallahassee,  Fla. 

Morehouse  College,  Atlanta,   Ga. 

New  Orleans  Teachers  College,  New  Orleans,  La. 

Straight  College,  New  Orleans,  La. 

Rust  College,  Holly  Springs,  Miss. 

Tougaloo  College,  Tougaloo,  Miss. 

Livingstone  College,  Salisbury,  N.  C. 

Benedict  College,  Columbia,  S.  C. 

Claflin  College,  Orangeburg,  S.  C. 

Knoxville  College,  Knoxville,  Tenn. 

Lane  College,  Jackson,  Tenn. 

Bishop  College,  Marshall,  Texas. 

Wiley  College,  Marshall,  Texas. 

Texas  College,  Tyler,  Texas. 

The  list  of  universities  is  somewhat  different  from  the  one 
reported  in  1913.  Six  of  the  fomier  group  of  universities. — 
Claflin,  New  Orleans,  Rust.  Straight,  Tougaloo.  and  Wiley, 
have  changed  their  titles  to  colleges.  They  appear  in  the  list 
of  colleges  above.  Phillips  University  has  become  Texas 
College,  and  State  University,  Louisville,  Ky.  has  changed  its 
name  to  Simmons  University.  Leland  University  of  the  orig- 
inal list  has  been  closed  for  several  years,  but  it  has  recently 
purchased  a  new  site  near  Baton  Rouge,  La.  and  will  open 
again  in  the  near  future.  Walden  University  also  will  cease 
to  exist  as  such  at  the  end  of  this  school  year.  It  will  be 
moved  from  its  present  site  in  Nashville.  Tenn.  to  the  surburbs 
of  the  city  and  be  reorganized  at  a  school  of  secondary  grade. 
Lincoln  Institute,  Jeft'erson  City,  Mo.,  the  agricultural  and 
mechanical  college  for  the  State,  has  recently  been  changed 
by  Legislative  enactment  to  Lincoln  University  and  so  appears 
in  the  above  list.  Three  well-known  Negro  universities  located 
in  Northern  States,  and  so  not  reported  upon  in  the  former 


Report  on  Negro  Universities  and  Colleges        7 

study,  are  added  to  the  above  list.  They  are  Lincohi  University 
in  Pennsylvania,  Wilberforce  University  in  Ohio,  and  West- 
ern University  in  Kansas. 

In  accordance  with  their  ownership,  management,  and  sup- 
port these  schools  fall  into  several  rather  distinct  groups 
as  follows: 

Supported  mainly  by  Federal  Government. 

Howard  University. 

Owned  and  supported  by  State  with  aid  of  Federal  Govern- 
ment. 

Florida  A.  &  M.  College. 
Lincoln  University,  Mo. 
Southern  University,  La. 

Owned  by  Negroes  but  supported  largely  by  State, 
Western  University. 
Wilberforce  University. 

Owned  and  supported  mainly  by  Negroes. 

Methodist  Baptist 

Allen   University  Selma  University 

Morris  Brown  University  Simmons  University 

Lane  College  Roger  Williams  University 

Livingstone  College 
Payne  University 
Texas  College 

Supported  mainly  by  Northern  Philanthropy. 

Atlanta  University  Morehouse   College 

Benedict  College  New  Orleans  Teachers  College 

Biddle  University  Rust  College 

Bishop   College  Shaw   University 

Claflin  College  Straight  College 

Clark  University  Talladega  College 

Fisk  University  Tougaloo  College 

Knoxville  College  Virginia  Union  University 

Lincoln  University,  Pa.                         Wiley  College 

Two  of  the  universities,  Payne  and  Selma,  have  no  college 
nor  professional  departments.  And  more  than  half  of  their 
students,  58%  and  62%  respectively,  are  in  the  elementary 


8         Report  ok  Negro  Universities  and  Colleges 

grades.  Howard  University  and  Lincoln  University,  Pa.  are 
the  only  ones  of  all  these  institutions  that  have  dropped  their 
high  schools.  All  the  others  have  departments  for  secondary 
work,  called  often  normal  departments,  with  a  little  teacher 
training  work  included  in  the  courses  of  study.  A  gradual 
tendency,  however,  is  towards  making  the  normal  work  really 
professional  and  placing  it  above  the  high  school  grades  on  par 
with  the  work  of  the  earlier  college  years.  Eleven  of  the 
eighteen  universities  and  fourteen  of  the  fifteen  colleges  carry 
the  elementary  grades.  Thirteen  of  these  institutions  begin 
as  low  as  the  first  primary  grade.  Twelve  of  the  universities 
and  four  of  the  colleges  have  theological  schools ;  one,  Howard 
University,  has  the  only  law  school  as  well  as  the  only  medical 
school  in  these  two  groups  of  schools. 

The  above  facts  and  other  data  are  set  forth  in  the  tables 
appended.  The  figures  are  for  the  current  school  year,  1921- 
1922,  with  the  exception  of  those  for  the  annual  expenses, 
which  are  for  the  year  1920-1921.  They  were  collected  main- 
ly in  December,  January  and  February  of  1921-1922. 

Tables  I-A  and  I-B  show  for  the  universities  and  colleges 
respectively  the  total  number  of  students  enrolled,  the  enroll- 
ment by  classes  in  the  college  department,  the  percentage  of 
students  in  the  college  department,  the  number  of  normal 
students  of  college  grade,  and  the  enrollment  in  the  profes- 
sional schools. 

Tables  II-A  and  II-B  show  the  enrollment  by  classes  in  the 
High  School  and  the  percentage  of  students  in  that  depart- 
ment, the  length  of  the  school  year  in  weeks  and  of  the  recita- 
tion period  in  minutes,  and  the  enrollment  in  the  grades. 

Tables  III-A  and  III-B  indicate  the  race  and  sex  of  the  pres- 
idents and  teachers  of  the  several  institutions,  the  number  of 
teachers  giving  their  full  time  to  college  work,  and  the  acade- 
mic degrees  held  by  the  teachers. 

Tables  IV-A  and  IV-B  set  forth  the  figures  that  will  give  a 
fairly  good  idea  of  the  value  of  the  school  plants  and  their 
equipment,  the  annual  expenditures,  and  the  amount  of  endow- 
ment. 


Report  on  Negro  Universities  and  Colleges        9 

RELATIVE  SIZE  OF  COLLEGE  DEPARTMENTS 

From  table  I-A  and  table  I-B  it  may  be  seen  that  there  are 
two  institutions  that  have  only  from  2%  to  4%  of  their  non- 
professional students  enrolled  in  the  college  departments. 
These  same  two  and  six  others  were  in  this  group  in  1913. 
At  that  time  Claflin,  Roger  Williams,  Rust  and  Wiley  had  only 
from  5%  to  9%  of  their  non-professional  students  in  the 
college  departments.  Two  of  these  schools  still  fall  in  this 
group,  but  Roger  Williams  now  has  24%  and  Wiley  34% 
of  their  enrollment  in  the  college  departments.  Then  there 
were  only  four  out  of  twenty -two  of  the  most  advanced  edu- 
cational institutions  for  Negroes  in  America  with  more  than 
15%  of  their  students  in  the  college  departments.  They  were 
Biddle,  Fisk,  Howard,  and  Virginia  Union.  Now  there  are 
twelve  schools  with  from  20%  to  100%  of  their  non-profes- 
sional students  in  their  college  departments.     They  are 

Roger  Williams  24%  Biddle    33% 

Talladega    24%  Wiley     34% 

Morehouse   28%  Virginia  Union  41% 

Wilberforce   30%  Fisk    64% 

Shaw    31%  Lincoln.  Pa 100% 

Bishop  317^  Howard    100% 

Tables  I-A  and  I-B  also  show  the  actual  number  of  college 
students  enrolled  in  the  several  institutions.  Nine  years  ago 
only  10  of  the  22  Negro  universities  had  more  than  20  college 
students  each,  beginning  with  21  at  Claflin  University  and 
ending  with  327  at  Howard  University,  and  only  one  other, 
Fisk  University,  with  more  than  100  college  students.  Today 
there  are  five  universities  and  three  colleges  with  more  than 
100  students  in  their  respective  college  departments.  They 
are 

Virginia  Union   University  135 

Lincoln   University,    Pa 220 

Wilberforce  University  249 

Fisk  University  273 

Howard  University    895 

Talladega  College  121 

Morehouse    College    135 

Wiley   College   177 

There  are  also  eight  more  institutions  with  from  56  to 
98  college  students  each.     They  are 

Shaw  University  98 

Atlanta  University  91 


10      Report  on  Negro  Universities  and  Colleges 

Riddle  University  75 

Lincoln  University,  Mo 68 

Morris   Brown   University  56 

Benedict   College  59 

Bishop   College    86 

Knoxville  College  63 

If  normal  students  of  college  grade  are  counted,  then  At- 
lanta University  with  55  normals  would  go  into  the  first  group 
with  more  than  100  college  students,  and  the  Florida  A.  &  M. 
College  with  31  normals  would  be  added  to  the  second  group. 

The  total  number  of  college  students  in  the  22  universities 
studied  in  1913  was  945  ;  in  the  same  schools  this  year,  1922, 
there  are  2,036,  representing  an  increase  of  1,091  college 
students,  or  a  gain  of  115%. 

In  the  18  universities  and  15  colleges  covered  by  this  study 
there  are  3,264  college  students.  They  constitute,  however, 
only  21.9%  of  the  total  14,905,  non-professional  students 
enrolled  in  these  schools,  or  20.4%  of  the  whole  enrollment. 
If  the  3,264  students  of  college  grade  were  distributed  evenly 
among  the  33  institutions  there  would  be  98  college  students 
in  each  school.  There  is  a  growing  tendency,  however,  for  the 
college  students  to  congregate  in  a  comparatively  few  of  the 
stronger  institutions.  Howard  University,  for  instance,  has 
895  of  these  college  students,  or  27%  of  the  whole  number; 
and  the  eight  schools  shown  above  with  the  highest  college 
enrollment  have  2,205  of  these  students,  or  67%. 

There  are  enrolled  in  all  these  institutions  6,555  high  school 
students.  They  form  43%  of  the  non-professional  students 
in  this  group  of  schools. 

In  the  elementary  grades  among  these  schools  4,486  students 
are  enrolled.  They  constitute  30%  of  the  non-professional 
enrollment  in  these  thirty-three  universities  and  colleges. 

The  universities  and  colleges  are  beginning  to  feel  the  effect 
of  the  gradual  improvement  in  the  public  elementary  schools 
during  the  last  ten  years.  Most  of  these  schools  have  found 
it  possible  to  reduce  the  number  of  their  elementary  grades. 
Eight  of  the  universities  and  one  college  have  dropped  their 
elementary  grades  entirely.  In  the  22  schools  of  this  group 
studied  nine  years  ago  about  50%  of  the  students  were  in  the 


Report  on  Negro  Universities  and  Colleges       11 

grades.  In  the  whole  group  here  considered  the  proportion 
of  students  in  the  grades  has  been  reduced  to  30%,  as  is  shown 
above. 

On  the  other  hand  the  proportion  of  high  school  students 
in  these  higher  institutions  has  increased  during  the  last  nine 
years  from  about  33%  to  43%.  The  movement  for  public 
high  schools  for  Negro  youth  is  gaining  headway,  but  the 
increase  in  the  number  of  such  schools  so  far  falls  infinitely 
short  of  meeting  the  rapidly  growing  demand  for  secondary 
education  among  colored  people.  Accordingly  the  private  col- 
leges must  carry  not  only  the  college  work  for  Negro  youth 
for  which  the  public  makes  practically  no  provision  but  the 
bulk  of  the  high  school  work  as  well  for  the  support  of  which 
the  public  is  just  beginning  to  make  appreciable  appropriations. 

THE  SCHOOL  YEAR 

For  very  good  reasons,  mainly  financial,  the  Negro  college 
usually  runs  fewer  weeks  than  standard  requirements  call  for. 
However  a  marked  improvement  has  been  made  in  most  of 
the  schools  of  this  group.  Of  the  33  institutions  considered, 
19  now,  as  compared  with  only  2,  nine  years  ago,  run  for  36 
weeks,  the  minimum  standard  school  year.  Eight  of  the 
schools  run  for  at  least  34  weeks,  and  only  three  fall  to  32 
weeks. 

RECITATION  PERIODS 

Ten  of  these  institutions  have  60  minutes  recitation  periods. 
Five  others  have  practically  the  same,  55  minutes,  after  allow- 
ing five  minutes  for  passing.  All  the  others,  with  one  except- 
ion, have  45  minutes  periods. 

COLLEGE  ENTRANCE  REQUIREMENTS 

With  the  exception  of  six  of  the  schools  that  demand  16 
units,  these  institutions  require  15  units  for  admission  to  their 
college  departments.  These  units  are  of  approximately  stand- 
ard value.  For  several  reasons  not  as  much  time  is  given  to 
the  various  regulation  college  preparatory  subjects  in  the 
secondary  schools  of  these  colleges  and  universities  as  is  given 


12       Report  on  Negro  Universities  and  Colleges 

in  standard  college  preparatory  schools.  Such  subjects  as 
Bible  study,  music,  and  the  various  industrial  courses  required 
in  colored  schools,  as  a  rule,  lessen  the  amount  of  effort  that 
may  be  given  to  the  more  conventional  academic  subjects 
although  they  may  not  reduce  the  recitation  time  given  to  the 
latter  studies.  In  fact,  the  time  given  to  the  industries  is  usu- 
ally in  excess  of  the  20  or  more  recitation  periods  per  week  in 
academic  subjects. 

COURSES  OF  STUDY 
High  School  Departments 

In  the  secondary  departments  of  these  33  institutions  there 
are  6,555  students,  or  a  few  more  than  twice  the  number  of 
college  students.  Accordingly  practically  all  of  these  schools 
carry  high  school  departments.  The  two  exceptions  are  How- 
ard University,  Washington,  D.  C.  and  Lincoln  University 
in  Pennsylvania,  and  they  have  only  recently  dropped  their 
high  school  courses.  In  fact  secondary  work  constitutes  by 
far  the  chief  undertaking  in  the  great  majority  of  these 
institutions.  And  this  work  corresponds  more  uniformly  to 
standard  grades  than  the  more  advanced  work  of  the  under- 
graduate departments  of  these  schools. 

The  high  school  work  is  based  almost  without  exception 
upon  eight  grades  of  grammar  school  work.  The  courses 
include  college  preparatory  work,  commercial  courses,  indus- 
trial courses,  and  courses  devoted  largely  to  normal  training 
work.  Four  years  are  regularly  required  for  the  completion 
of  these  courses. 

The  following  table  shows  the  main  subjects  offered  and  the 
time  devoted  to  them  by  the  high  schools  in  twelve  of  the 
leading  institutions : 

Modern 

Math.       Latin       Greek       Foreign   English  History  Civics 

Language 

Atlanta  University  3            4            10  4  2  1 

Biddle  University  4           4           2           2  4  2  1 

Fisk  University  3^        4            3            2  3i^  2^^  1 

Morris  Brown  Univ 4            4            2            0  4  1  1 

*Shaw  University  3            3            0            1  3  2  J/2 

Virginia  Union   Univ 3            3            2            2  4  3J^  H 

Wilberforce  University  .-   2^        4            2            1  3  2  J^ 


Report  on  Negro  Universities  and  Colleges       13 


Chemistry  Physics 

Atlanta   University  1  1 

Biddle  University  1  1 

Fisk   University   1  0 

Morris    Brown   University  1  1 

Shaw   University  0  1 

Virginia  Union  University  1  0 

Wilberforce    University    1  1 


Gen.  Scl. 
1 


Ind.Subk 
4 
4 
1 
3 
3 
2 
4 


Modern 

IVIath     Latin       Greek       Foreign  English  History  Civics 

Language 

Bishop  College  3>^        4           2           2  4  2  3^ 

Fla.  A.  and  M.  College...    3^        4            0            2  4  2^  ^ 

Morehouse  College  3            4            2            0  4  Wz  Vi 

Talladega  3            4            0            2  4  2^  J^ 

Wiley  College    4           4           0           2  4  4  0 


Bishop    College 

Fla.  A.  &  M.  College 
Morehouse  College  .... 

Talladega  College  

Wiley    College    


Chemistry 
1 
1 
1 
0 
1 


Gen.  Sci 
0 
0 
0 
1 
1 


Ind.  Sub. 
4 
4 
3 
3 
4 


courses  are  substituted  for  certain  of  the  above  courses  or 
are  taken  in  addition  to  them. 


The  College 

With  the  remarkable  increase  in  the  number  of  college 
students  in  the  colored  colleges  and  universities  in  the  last 
few  years,  have  come  also  many  very  desirable  improvements 
in  the  schools.  As  beneficiaries  of  the  Centenary  Fund  raised 
by  the  Methodist  Episcopal  Church,  North,  the  schools  con- 
ducted by  this  Church  are  securing  repairs,  much  needed 
additions  and  attractive  new  buildings,  and  some  necessary 
equipment  for  doing  real  college  work.  The  General  Educa- 
tion Board  has,  in  recent  years,  also  given  signal  assistance 
to  certain  of  the  colleges  and  universities  and  so  helped  to  put 
them  in  a  better  condition  than  ever  before  for  doing  effective 
work  of  college  grade.  And  many  of  these  schools  have  se- 
cured aid  from  other  private  sources  also  for  improving  their 
work.  And  the  public  funds  in  Ohio,  Kansas,  Missouri,  and 
Louisiana  are  making  increasingly  effective  the  work  of  their 

*Shaw  University  has  dropped  its  First-Year  High-School  course. 


14      Report  on  Negro  Universities  and  Colleges 

respective  Negro  institutions,  Wilberforce  University,  Western 
University,  Lincoln  University,  and  Southern  University. 

Howard  University,  in  comparison  with  the  other  colored 
schools,  has  developed  into  a  class  by  itself.  Howard  has  895 
college  students,  or  27%  of  all  the  college  students  enrolled 
in  these  33  institutions.  And  as  a  result  of  the  amount  and 
quality  of  the  work  done  and  of  the  general  efficiency  of  this 
school,  Howard  University  has  gained  recognition  as  a  stand- 
ard college  and  has  been  admitted  to  membership  in  the 
Association  of  Colleges  and  High  Schools  of  the  Middle  At- 
lantic States  and  Maryland. 

Most  of  the  colleges  and  universities  are  not  only  improving 
their  plants  and  equipment  but  are  strengthening  their  faculties 
by  the  addition  of  young,  well-trained  teachers.  They  are  also 
broadening  their  work  by  increasing  the  number  and  kind  of 
courses  offered.  Few  of  the  schools  ten  years  ago  provided 
more  than  a  single  college  course  required  of  all  students.  In 
most  of  the  schools  of  this  group  considerable  choice  is  now 
possible,  and  in  the  better  of  them  quite  a  wide  range  of  elec- 
tives  has  been  provided.  Though  insistence  upon  the  classics 
remains  fairly  general  in  these  schools,  the  tendency  is  away 
from  them.  Much  less  Latin  than  formerly  is  required  for 
graduation.  Greek  is  going  more  rapidly  still,  and  in  a  few 
instances  it  has  disappeared.  Modern  languages  are  given 
increasing  space  in  the  curriculum.  History,  the  social  sci- 
ences, and  philosophy  are  gaining  rapidly  in  favor.  But  most 
marked  of  all  are  the  gains  made  in  the  number  of  courses 
offered  in  the  natural  sciences.  New  and  well-equipped  science 
laboratories,  as  at  Morehouse  College  and  Clark  University, 
or  greatly  improved  science  equipment,  such  as  Wiley  College 
enjoys,  or  new  laboratories  about  to  be  built,  as  at  Lincoln 
University,  Pa.  and  at  Talladega  College  are  the  recent  dis- 
tinguishing features  of  some  of  the  more  progressive  insti- 
tutions. 

The  following  table  shows  the  subjects  and  the  number  of 
courses  reckoned  in  years,  offered  by  six  of  the  better  universi- 
ties and  colleges: 


Report  on  Negro  Universities  and  Colleges       15 

Virfllnia  Lincoln       Fisk  AtlantaMorehouse  Wiley 

Union.  Univ.        Univ.       Univ.     College  College 

SUBJECTS                              Univ.  (Pa.) 

Courses  Courses  Courses  Courses   Courses  Courses 

Mathematics    4  4  3j^  3  3  2?^ 

Chemistry    4  2^  3  4  4  2^ 

Physics     2  2  2H  1  1  2^ 

Biology     3  2  15^  1  4  SVs 

Latin   2  3  5^  2  2  4 

Greek    1  3  4^  2  3  0 

Spanish     0  2  2  0  0  3 

French    3  2^  3  1  2  3 

German     2  2  2  12  4 

English     5  5  5^  4  5  5^ 

History     13  3  2  3  2 

Political    Science   10  6  0  2  1 

Economics     2  2  3^  1  1  2 

Sociology   2  3  3  13  2 

Philosophy     4  2  1  2  1^^  1 

Psychology    4  1  Vs  I  V2  Vz 

Education     2  2  3^  5  1  4 

Agriculture    0  0  1%  0  0  1 

Astronomy    0  0  0  10  0 

Geology    0  0  0  10  ^ 

Home  Economics    0  0  3  0  0  0 

Journalism     0  0  2  0  0  0 

The  Professional  Schools 

Within  the  past  decade  Shaw  University  closed  its  schools 
of  law  and  medicine.  Meanwhile  Meharry  Medical  College  of 
Walden  University  was  reorganized  upon  an  independent  basis. 
As  a  result  Howard  University  has  the  only  law  school  and  the 
only  medical  school  in  this  group  of  the  leading  Negro  educa- 
tional institutions.  In  the  Howard  Law  School  there  are  154 
students ;  in  the  several  departments  of  the  medical  school  there 
are  532  students. 

These  schools  offer  courses  similar  to  those  given  in  the 
better  professional  schools  of  the  country.  The  medical  school 
of  Howard  University  and  the  Meharry  Medical  College  as 
well  are  subjected  to  the  same  severe  requirements  as  are 
imposed  upon  other  high-class  medical  schools.  The  gradu- 
ates of  these  schools  pass  the  same  state  examinations  and 
practice  under  the  same  conditions  as  the  graduates  of  any 
other  schools. 

In  16  of  these  schools  there  are  theological  departments  with 
a  total  enrollment  of  332  students.  No  such  rigid  standards 
obtain  in  these  schools  as  are  set  in  the  medical  schools.  How- 
ever considerable  improvement  is  apparent  in  their  work.    The 


16       Report  on  Negro  Universities  and  Colleges 

completion  of  a  high  school  course  as  a  condition  for  entering 
the  theological  department  is  becoming  a  fairly  general  require- 
ment. A  steadily  increasing  number  of  theological  students 
have  either  completed  their  college  courses  or  are  taking  college 
work  along  with  their  theological  studies.  The  significantly 
helpful  work  of  these  theological  schools  is  readily  apparent  in 
the  colored  churches  of  the  country.  Practically  all  the  lead- 
ing colored  Baptist  ministers  of  Georgia  today  received  their 
training  at  Morehouse  College,  for  instance.  And  a  similar 
service  has  been  rendered  the  Negro  Baptists  of  South  Car- 
olina by  Benedict  College,  and  of  North  Carolina  by  Shaw 
University.  The  Methodists  are  indebted  for  a  like  service 
to  such  schools  as  Livingstone  College,  Morris  Brown  Uni- 
versity, Clark  University,  and  Wilberforce  University. 

All  the  institutions  of  this  group  render  an  incalculable  serv- 
ice in  the  preparation  of  teachers.  However  only  such  schools 
as  Atlanta  University,  Fisk  University,  Wilberforce  Universi- 
ty, and  Howard  University  carry  on  any  considerable  amount 
of  this  work  upon  what  may  be  called  a  professional  basis. 
These  schools  ofifer  courses  in  education  of  college  grade.  The 
others,  with  but  very  few  exceptions,  give  all  their  teacher 
training  work  in  the  high  school  departments.  Much  of 
this  work  nevertheless  is  very  valuable.  It  is  to  such  private 
schools  as  these  that  the  South  has  been,  and  for  a  long  time 
will  be,  mainly  indebted  for  teachers  for  the  colored  public 
schools,  for  the  South  has  no  adequate  facilities  for  training 
Negro  teachers  at  public  expense. 

Some  commercial  courses  are  offered  in  a  number  of  these 
schools.  Regularly  organized  commercial  departments  obtain 
in  at  least  seven  of  the  universities;  Lincoln,  Mo.,  Western, 
Morris  Brown,  Clark,  Wilberforce,  Fisk,  and  Howard.  In 
most  cases  the  commercial  courses  are  given  in  the  high  school 
departments.  Usually  these  courses  cover  two  years  special 
work,  or  four  years  of  commercial  training  combined  with  the 
regular  academic  work  of  the  secondary  school.  Wilberforce 
University  has  a  specially  organized,  well  equipped,  effective 
commercial  department  with  two  years  work  above  the  high 
school.     Fisk  University  offers  college  courses  in  such  sub- 


Report  on  Negro  Universities  and  Colleges       17 

jects  as  accounting,  banking,  insurance,  and  business  law. 
Howard  University  offers  a  full  two  year  college  course  in  its 
School  of  Commerce  and  Finance. 

Industrial  training  is  a  prominent  feature  in  but  few  of 
these  schools,  notably  at  Wilberforce  University,  Western 
University,  Southern  University,  and  the  Florida  Agricultural 
and  Mechanical  College.  However,  some  form  or  amount  of 
industrial  training  is  so  general  among  these  schools  that  it 
calls  for  consideration.  This  work  approaches  trade  propor- 
tions only  at  the  four  institutions  mentioned  above  and  pos- 
sibly at  Sliaw  University.  Generally  the  work  for  young 
women,  especially  in  domestic  science  and  art,  is  better  or- 
ganized and  more  eft'ectively  conducted  than  the  work  for 
men.  The  latter  are  usually  given  training  in  printing,  black- 
smithing,  elementary  carpentry,  cabinet-making,  bricklaying, 
auto-mechanics,  and  in  agriculture.  This  work  is  given  as  a 
rule  in  the  grammar  grades  or  in  the  high  school  departments 
of  these  schools. 

ADMINISTRATION  AND  INSTEUCTION 

From  tables  HI-A  and  HI-B  a  fairly  good  idea  regarding 
the  officers  and  teachers  in  these  institutions  may  be  obtained. 
Of  the  33  presidents  18  are  colored  and  15  white.  In  the 
22  universities  reported  upon  in  1913  there  were  only  8  colored 
presidents.  In  this  latter  group  there  has  been  a  gain  of  only 
two  colored  presidents ;  but  by  including  in  the  present  group 
the  15  colleges  and  several  universities  not  formerly  studied 
the  tendency  toward  colored  officers  and  teachers  is  made  clear. 
In  the  thirty-three  schools  there  are  269  white  teachers  and 
715  colored  teachers  or  more  than  two  and  a  half  times  as 
many  colored  as  white  teachers,  while  nine  years  ago  there  were 
in  22  of  the  schools  of  this  group  only  59  more  colored  than 
white  teachers.  As  to  sex  these  teachers  are  divided  into 
129  white  men  and  399  colored  men,  and  140  white  women 
and  316  colored  women. 

Tables  III-A  and  III-B  show  also  something  of  the  prep- 
aration of  the  teachers.  Among  them  there  are  193  with  the 
A.  B.  or  B.  S.  degree,  84  with  the  A.  M.  degree,  and  18  with 


18      Report  ok  Negro  Universities  and  Colleges 

the  Ph.  D.  degree  from  standard  Northern  Colleges,  and  151 
with  the  A.  B.  or  B.  S.  degree,  and  29  with  the  A.  M.  degree 
from  colored  colleges.  Altogether  there  are  only  475  holding 
degrees,  or  fewer  than  half  of  the  total  teaching  force.  Of 
these  only  131  have  taken  anything  beyond  the  bachelor's 
degree.  Accordingly  the  tables  show  that  but  few  of  the 
schools  have  any  considerable  number  of  teachers  that  may  be 
regarded  as  specialists.  Nevertheless  these  teachers  do  good 
work  in  the  main  in  spite  of  heavy  schedules  and  a  great  many 
executive  and  other  duties.  For  years,  their  students,  upon 
completing  their  college  courses,  have  been  able  to  make  the 
Junior  Class  and  in  some  cases  the  Senior  Class  in  the  best 
Northern  colleges.  Now  with  an  increasing  number  of 
younger  and  well-prepared  teachers  being  added  to  their  forces 
and  with  ampler  equipment  at  their  service  they  will  be  able  to 
do  a  great  deal  more  work  of  standard  college  grade. 

COST  OF  COLLEGE  DEPARTMENTS 

As  is  shown  above,  all  of  these  universities  and  colleges, 
with  two  exceptions,  carry  high  schools,  and  all  but  eight 
of  them  have  the  elementary  grades  as  well.  The  college  uses 
generally  the  same  buildings,  grounds,  and  equipment,  and  is 
taught  by  the  same  teachers  in  most  cases,  as  the  lower  schools. 
Accordingly  it  is  not  usually  possible  to  tell  definitely  just 
what  the  college  work  costs.  The  college  department  is  the 
smallest  part  of  most  of  these  institutions.  Table  I-A  and  I-B 
show  that  there  are  only  10  of  these  33  schools  that  have  25% 
or  more  of  their  enrollment  in  the  college  departments.  Aside 
from  Howard  University  and  Lincoln  University,  Pa.  that 
have  no  schools  below  the  college,  Fisk  University  with  64% 
of  its  students  in  the  college  is  the  only  one  of  this  group  that 
has  more  than  half  of  its  enrollment  in  this  department. 
Virginia  Union  stands  next  with  41  %  of  its  students  in  col- 
lege. None  of  the  others  has  more  than  about  one-third  of  its 
students  so  enrolled.  Generally  then  the  cost  of  the  college 
department  would  not  greatly  exceed  that  part  of  the  total 
cost  of  runnine  the  school  which  the  college  enrollment  bears 


Report  on  Negro  Universities  and  Colleges       19 

to  the  total  enrollment.  This  condition  will  not  continue, 
however,  in  all  probability.  For  with  the  development  that 
has  begun  in  the  leading  schools  at  least  sharper  differentiation 
is  almost  sure  to  follow.  The  multiplication  of  courses,  im- 
proved equipment,  and  specially  trained  teachers  will  naturally 
send  up  the  cost  of  college  training. 

VALUES  OF  SCHOOL  PLANTS 

Tables  IV-A  and  IV-B  give  a  fairly  good  idea  of  the  fin- 
ancial values  of  the  several  school  plants,  of  their  endowments, 
and  of  the  annual  expenditures  of  these  schools.  It  is  notice- 
able that  the  value  of  the  land,  buildings  and  equipment  reaches 
$500,000  in  only  six  of  the  thirty-three  institutions ;  Howard, 
Wilberforce,  Clark,  Fisk,  and  Virginia  Union.  Howard 
University  alone  has  property  that  exceeds  a  million  dollars 
in  value.  Of  the  $850,000  in  property  reported  for  Wilber- 
force University  by  far  the  greater  portion  belongs  to  the 
Combined  Normal  and  Industrial  Department  which  is  owned 
and  operated  by  the  State  of  Ohio.  None  of  the  other  schools 
has  a  plant  valued  as  high  as  $400,000,  though  several  come 
quite  near  that  figure.  However  there  are  only  ten  of  these 
schools  with  plants  valued  at  less  than  $200,000.  Of  the 
latter  three  fall  below  $100,000. 

Only  a  few  of  these  schools  have  any  very  considerable 
endowment.  Ten  of  them  have  no  endowment  at  all.  Ten 
others  have  only  from  $5,000  to  $95,000  in  endowment.  Six 
have  from  $100,000  to  $257,997.54  endowment.  Only  one 
passes  the  half  million  dollar  mark  with  an  endowment  of 
$612,992.00.  Accordingly  these  schools  depend  mainly  upon 
what  money  they  can  raise  year  by  year  from  private  philan- 
thropy. 

The  annual  expenditures  of  these  schools  are  as  a  result 
comparatively  small.  They  amount  in  only  three  of  them  to 
more  than  $300,000  each.  The  next  five  spend  from  $95,- 
467.23  to  $164,500.  In  the  remainder  of  the  schools  the  an- 
nual expenses  range  from  $15,000  to  $79,164.00. 


20      Report  on  Negro  Universities  and  Colleges 

SERVICE  OF  THE  NEGRO  COLLEGES 

In  spite  of  the  comparative  weaknesses  of  the  Negro  colleges 
and  universities  these  schools  render  a  most  valuable  service 
to  the  colored  people.  I-'or  them  they  are  the  chief  agencies 
for  education  and  training  above  the  elementary  grades.  The 
demands  for  the  higher  education  are  rapidly  increasing  as 
is  shown  by  the  growing  numbers  of  students  in  the  college 
departments  of  these  schools.  The  improving  elementary 
schools  are  turning  out  more  Negro  youth  than  ever  before. 
Greater  numbers  of  them  desire  to  continue  their  education 
since  many  complete  the  elementary  courses  before  they  are 
old  enough  to  secure  profitable  employment.  Furthermore 
the  Negro's  growing  means  put  the  college  within  reach  of 
larger  numbers  of  colored  youth.  Then  too  the  callings 
toward  which  the  more  ambitious  Negroes  have  aimed,  not 
to  mention  the  newer  fields  opening  to  them,  are  demanding 
superior  training  of  the  youth.  A  college  education  is  fast 
becoming  the  requisite  amount  of  training  for  Negro  youth 
who  would  enter  the  professions,  the  higher  forms  of  business 
developing  among  Negroes,  social  service,  or  teaching  in  the 
high  schools  and  smaller  colleges.  In  this  connection  it  is 
interesting  to  note  that  the  South,  which  formerly  either 
opposed  or  gave  but  scant  approval  to  college  education  for 
Negroes  and  provided  practically  none  for  them,  is  now 
demanding  college  degrees  of  Negro  teachers  in  public  high 
schools  and  of  teachers  of  home  economics,  of  agriculture 
and  of  the  mechanical  arts  in  other  schools  and  colleges. 
The  states  make  the  same  high  requirements  also  of  Negro 
candidates  as  of  others  who  would  enter  the  professions. 

It  is  altogether  probable  then  that  the  Negro  college  and 
university  will  be  called  upon  to  serve  a  steadily  increasing 
number  of  young  colored  men  and  women.  For  a  number 
of  reasons  it  is  desirable  that  they  take  their  college  work 
mainly  in  the  South.  The  Southern  college  ought  to  be 
better  able  than  any  other  to  adjust  its  work  to  the  particular 
needs  of  the  Negro  and  its  section  of  the  country.  But  such 
a  college  must  offer  strong  courses  with  a  considerable  range 
of  subjects,  if  it  would  make  an  effective  appeal  to  the  more 


Report  on  Negro  Universities  and  Colleges      21 

capable  colored  youth.  If  then  these  Negro  colleges  and 
universities  are  to  render  the  greatest  possible  service  it  is 
necessary  that  a  reasonable  number  of  them  be  so  strengtliened 
financially  and  otherwise  that  they  may  become  efficient  insti- 
tutions of  genuine  college  grade. 

By  virtue  of  their  location,  ampler  means,  superior  equip- 
ment, and  general  efficiency  such  schools  as  Howird  Universi- 
ty, Lincoln  University,  Pa..  Fisk  University,  Virginia  Union 
University,  and  Morehouse  College  and  Willy  College  air  ady 
occupy  conspicious  places  in  this  group  of  schools.     If  they 

definitely  developed  as  to  place  them  entirely  out  of  serious 
competition  with  the  weaker  schools  of  college  grade  t  e  un 
fortunate  duplication  of  college  work  would  be  great  y  les- 
sened and  the  opportunities   for  real  advanced   t'raining  of 
Negroes  would  be  materially  increased. 


22      Report  on  Negro  Universities  and  Colleges 


TABLE  I-A 


Payne   University    — 

Selma.   Ala. 
Selma    University    

Selma,   Ala. 
Atlanta    University    . . 

Atlanta,   Ga. 
Clark   University    

Atlanta,    Ga. 
Morris  Brown  Univ.    . 

Atlanta,   Ga. 
Western    University    . . 

Kansas   City,    Kans. 
Simmons    University    . 

Louisville,    Ky. 
Southern    University    . 

Baton  Rouge,   La. 
Lincoln   University    . . . 

Jefferson   City,    Mo. 
Biddle   University    — 

Charlotte,    X.    C. 
Shaw   University    

Raleigh,   N.   C. 
Wilberlorce  University 

Wilberlorce,   O. 
Lincoln   University    . . . 

Lincoln  Univ.,   Pa. 
Allen  University   

Coluinbia,  S.  C. 
risk   University    

Nashville,   Tenn. 
Roger    Williams    Univ. 

Nashville, fl  Tenn. 
Virginia   Union   Univ.. 

Richmond,  Va. 
Howard  University   . . . 

Washington,  D.  C. 


College  Enrollment 


—  o 

o  « 

Eh 


425 
138 
356 
1612 
9531 


0 
0 
41 
19 
22 
12 
23 
22 
30 
19 
41 
90 
73 
2 
128 
18 
59 
426 
1025 


0 
0 
12.7 
10 
7.5 
10.1 
12.5 
8.2 
13.6 

31.8 
30 

100 

1.4 
64.2 
24.0 
41.5 

100 


3.1 


S  I 


Professional 
Schools 


0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
154 


•Including  twelve  unclassified  students. 
tPercentage  of  non-professional  students. 


Report  on  Negro  Universities  and  Colleges       23 


TABLE  I-B 


College  Enrollment 


Professional 
Schools 


Talladega  College   

Talladega,   Ala. 
ria.   A.    &  M.   College.. 

Tallahassee,   Fla. 
Morehouse   College    

Atlanta,  Ga. 
N.  Orleans  Teachers  Col 

New  Orleans,   La. 
Straight    College    

New  Orleans,  La. 
Rust    College    

Holly  Springs,  Miss. 
Tougaloo   College    

Tougaloo,  Miss. 
Livingstone  College   

Salisbury,    N.    C. 
Claflin    College    , 

Orangeburg,  S.  C. 
Knoxville    College    

Knoxville,  Tenn. 
Lane   College   

Jackson,   Tenn. 
Benedict    College    

Columbia,  S.  C. 
Bishop   College    

Marshall,  Texas 
"Wiley    College    

Marshall,  Texas 
Texas   College    

Tyler,  Texas 


24.6 

13.9 

28.7 

4.7 

6.9 

5.1 

3.1 

21.2 

5.9 

17.7 

10.9 

6.6 

31.7 

34.1 

6.5 

14.4 


*  Percentage  of  non-professional  students. 


24      Report  on  Negro  Universities  and  Colleges 


TABLE  II-A 


Payne   University    

Selma,  Ala. 
Selma  University   

Selma,  Ala. 
Atlanta  University    

Atlanta,  Ga. 
Clark  University    

Atlanta,   Ga. 
Morris  Brown  Univesrity   

Atlanta,   Ga. 
Western    University    

Kansas  City,  Kans. 
Simmons    University    

Louisville,  Ky. 
Southern    University    

Baton  Rouge,   La. 
Lincoln    University    

Jefferson  City,  Mo. 
Biddle   University    

Charlotte,  N.  C. 
Shaw   University    

Raleigh,  X.   C. 
Wilberforee  University   

Wilberforce,  O. 
Lincoln   University    

Lincoln  University,  Pa. 
Allen  University   

Columbia,  S.  C. 
Fisk  University  

Nashville,  Tenn. 
Roger  Williams  University  — 

Nashville,  Tenn. 
Virginia  Union  University   

Richmond,  Va. 
Howard  University  

Washington,  D.  C. 


High  School  Enrollment 

a 

1 

-J 

El 

>menta 
Grades 

x: 

1 

1 

1 

P 

1 
1 

1 

27 

63 

48 

70 

208 

41.1 

36 

45 

1^ 

297 

39 

32 

50 

59 

180 

35.4 

34 

45 

1-8 

318 

75 

9S 

107 

114 

394 

55.4 

34 

45 

1-8 

171 

40 

64 

67 

95 

266 

60.5 

36 

45 

7-8 

129 

40 

89 

97 

126 

352 

44.6 

36 

60 

5-8 

280 

70 

61 

63 

69 

263 

88.6 

36 

45 

0 

0 

32 

40 

68 

66 

196 

63.2 

36 

45 

5-8 

73 

31 

75 

79 

101 

286 

65.3 

36 

60 

6-7 

116 

36 

78 

64 

82 

260 

52.0 

1-8 

172 

30 

33 

60 

33 

156 

67.5 

36 

60 

0 

0 

73 

71 

88 

0 

232 

75.3 

35 

55 

0 

0 

64 

47 

63 

73 

247 

29.8 

38 

60 

0 

0 

0 

0 

0 

0 

0 

0 

35 

66 

0 

0 

£1 

79 

70 

47 

277 

35.3 

34 

45 

1-8 

501 

26 

34 

31 

23 

114 

26.8 

36 

55 

4-8 

38 

14 

27 

13 

21 

75 

54.3 

36 

60 

7-8 

24 

39 

70 

66 

15 

190 

58.4 

36 

60 

0 

0 

0 

0 

0 

0 

0 

0 

36 

60 

0 

0 

717 

961 

1034 

984 

3696 

43.2 

2095 



58.0 

62.8 

24.0 

29.3 

36.9 

0 

23.6 

20.4 

34.4 

0 

0 

0 

0 

63.9 

8.9 

17.3 

0 

0 

24.6 


Report  on  Negro  Universities  and  Colleges      25 


TABLE  II-B 


Talladega   College   

Talladega,  Ala. 
Florida  A.   &  M.  CoUege  .... 

Tallahassee,  Fla. 
Morehouse   College   

Atlanta,  Ga. 
New  Orleans  Teachers  College 

New  Orleans,  La. 
Straight  College  

New  Orleans,  La. 
Rust  College  

Holly  Springs,  Miss. 
Tougaloo    CoUege    

Tougaloo,  Miss. 
Livingstone  College   

Salisbury,  N.  C. 
Claflin  College  

Orangeburg,   S.   C. 
Knoxville   College    

Knoxville,  Tenn. 
Lane  College  

Jackson,  Tenn. 
Benedict  College  

Columbia,  S.  C. 
Bishop  CoUege  

MarshaU,  Texas 
Wiley  CoUege  

MarshaU,    Texas 
Texas   CoUege    

Tyler,  Texas 


High  School  EnroUment 


181 
136 
144 
229 
169 
120 
150 
226 
127 
251 
132 
2859 


23.8 
64.8 
71.0 
56.0 
40.4 


Grades 
Elementary 


0 
39.1 
52.5 
56.0 
53.1 
7.1 
58.0 
43.5 
28.6 
61.1 
19.5 
13.3 

37.6 


26      Report  on  Negro  Universities  and  Colleges 


TABLE  III-A 


Payne  University   

Selina  University    

Atlanta   University    

Clark    University    

Morris    Brown    University... 

Western  University    

Slminons  University   

Southern    University    

Lincoln  University,   Mo.    ... 

Biddle    University    

Shaw  University   

Wilberforce   University    

Lincoln  University,    Pa.    ... 

Allen  University    

risk  University   

Roger   Williams   University 
Virginia  Union  University  . . 
Howard  University   


IS 
M   W 


MIW 


41  10 
10|  19 
4    14 

3|  n 

12  15 
21  5 
lOi  11 

20!  - 
14 


11    89    50,2741174  587  124         124 


With  Degrees  from 


Standard 
Northern 
Colleges 


Colored 
Colleges 


TABLE  III-B 


Talladega   College    

Florida  A.   &  M.  College 

Morehouse    College    

New  Orleans  Teachers  College. 

Straight  College   

Bust   College   

Tougaloo    College    

Livingstone   College    

Claflin   College    

Knoxville  College   

Lane   College    

Benedict  College   

Bishop    College    

Wiley  College   

Texas    College    


TEACHERS 


;i-;;;|- 


2 
13 
10 

0 
11 
12 

2!  25| 
111  21 
10  17 
— I— 


I       I 


With  Degrees  from 


Standard 
Northern 
Colleges 


A.M.     Ph.D 


Colored 
Colleges 


Report  on  Negro  Universities  and  Colleges      27 


TABLE  IV-A 


Payne   University    

Selnia  University   

Atlanta    University    

Clark   University    

Morris  Brown  University   . 

Western    University    

Simmons    University    

Southern    University    

Lincoln   University,    Mo.    . 

Biddle   University    

Shaw    University    

Wilberlorce  University   

Lincoln  University,   Pa.    .. 

Allen    University    

Fisk   University    

Roger  Williams  University 
Virginia  Union  University 
Howard    University    


Estimated 

Value  of 

Plant 


$  28,200.00 
150,000.00 
285,941.48 
550,000.00 
300,000.00 
240,000.00 
83,000.00 
672,000.00 
240,000.00 
280,000.00 
375,000.00 
850,000.00  I 
352,000.00 
200,000.00 
522,151.57 
111,000.00 
,500,000.00 
1,441,387.73 


Annual 

Expenses 

1920-21 


15,000.00 
57,673.39 
70,028.56 
53,000.00 
50,000.00 

121,957.00 
45,303.00 

164,500.00 

329,500.00 
52,889.97 
79,164.00 

328,559.00 
71,301.24 
45,000.00 

140,849.30 
33,017.77 
78,448.88 

354,125.19 


0 
0 

162,099.44 

50,000.00 

0 

0 

0 

0 

0 

75,000.00 

54,000.00 

55,000.00 

612,992.00 

0 

257,998.54 

39,827.74 

100,000.00 

409,621.37 


TABLE  IV-B 


Estimated 

Value  ol 

Plant 

Annual 

Expenses 

1920-21 

Endowment 

TaUadega   CoUege    

Florida  A.   &  M.   College  

Morehouse   College    

New  Orleans  Teachers  College 

Straight    College    

Rust    College    

$    320,704.00 
179,760.00 
375,000.00 
315,000.00 
190,000.00 
152,000.00 
173,850.00 
327,400.00 
300,000.00 
179,545.00 
217,500.00 
398,000.00 
287,650.00 
273,000.00 
78,000.00 

$      60,527.68 
75,000.00 
95,467.23 
47,482.00 
72,000.00 
47,540.00 
60,527.65 
30,000.00 
50,000.00 
40,526.76 
35,000.00 
71,978.37 
119,953.77 
68,265.51 

$    215,998.00 

0 

321,000.00 

95,000.00 

19,000.00 

16,000.00 

7,000.00 

5,000.00 

100,000.00 

0 

27,500.00 

133,000.00 

13,296.00 

0 

0 

Tougaloo    College    

Livingstone   CoUege   

Claflin    College    

Knoxville    College    

Lane    College    

Benedict    College    

Bishop    College    

Wiley    College    

Texas    College    

28      Report  on  Negro  Universities  and  Colleges 


OCCASIONAL   PAPERS   PUBLISHED   BY    THE   TRUSTEES   OF 
THE  JOHN  F.  SLATER  FUND 


1.  Documents  Relating  to  the  Origin  and  Work  of  the  Slater  Trustees, 

1894. 

2.  A  Brief  Memoir  of  the  Life  of  John  F.  Slater,  by  Rev.  S.  H.  Howe, 

D.  D.,  1894. 

3.  Education  of  the  Negroes  Since  1860,  by  J.  L.  M.  Curry,  LL.  D.,  1894. 

4.  Statistics  of  the  Negroes  in  the  United  States,  by   Henry  Gannett. 

5.  Diflficulties,  Complications,  and  Limitations  Connected  with  the  Edu- 

cation of  the  Negro,  by  J.  L.  M.  Curry,  LL.  D.,  1895. 

6.  Occupations  of  the  Negroes,  by  Henry  Gannett,  of  the  United  States 

Geological  Survey,  1895. 

7.  The  Negroes  and  the  Atlanta  Exposition,  by  Alice  M.  Bacon,  of  the 

Hampton  Normal  and  Industrial  Institute,  Virginia,  1896. 

8.  Report  of  the  Fifth  Tuskegee  Negro  Conference,  by  John   Quincy 

Johnson,  1896. 

9.  A  Report  Concerning  the  Colored  Women  of  the  South,  by  Mrs.  E.  C. 

Hobson  and  Mrs.  C.  E.  Hopkins,  1896. 

10.  A  Study  in  Black  and  White,  by  Daniel  C.  Gilman,  1897. 

11.  The  South  and  the  Negro,  by  Bishop  Charles   B.  Galloway,  of  the 

Methodist  Episcopal  Church,  South,  1904. 

12.  Report  of  the  Society  of  the  Southern  Industrial  Classes,  Norfolk, 

Va.,  1907. 

13.  Report  on  Negro  Universities  in  the  South,  by  W.  T.  B.  Williams, 

1913. 

14.  County  Teacher  Training  Schools  for  Negroes,  1913. 

15.  Duplication  of  Schools  for  Negro  Youths,  by  W.  T.  B.  Williams,  1914. 

16.  Sketch  of  Bishop  Atticus  G.  Haywood,  by  Rev.  G.  B.  Winton,  D.  D., 

1915. 

17.  Memorial  Addresses  in  Honor  of  Dr.  Booker  T.  Washington,  1916. 

18.  Suggested  Course  for  County  Training  Schools,  1917. 

19.  Southern  Women  and  Racial  Adjustment,  by  L.  H.  Hammond,  1917; 

2nd  ed.,  1920. 

20.  Reference  List   of   Southern   Colored   Schools,    1918;   2nd   ed.,    1921. 

21.  Report  on  Negro  Universities  and  Colleges,  by  W.  T.  B.  Williams, 

1922. 


UNIVERSITY  OF  N  C   AT  CHAPEL  HILL 

Plil 


